MGMT20125 – Leadership and Governance
Assessment Task Submission Guidelines
Note: You must read and understand all information on this document. Specific information for
Assessment 2 starts from Page 4 of this document.
Course:
Term:
Course Coordinator:
MGMT20125 – Leadership and Governance
2014 Term 3
Dr. Zhou (Joe) Jiang (z.jiang@cqu.edu.au)
General Guidelines:
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All assignments for MGMT20125 must be submitted through Moodle site. No email
submissions will be accepted. All email submissions will be ignored, will not be replied to,
will not be marked, and will directly result in a zero (0) score.
All assignments submitted electronically through Moodle must be through the Student Portal
http://my.cqu.edu.au
Failure to submit electronically will be taken as a failure to submit and therefore a zero (0)
score will apply to the specific assignment.
No assignment coversheet is needed to be attached while submitting through Moodle. No
marking sheet is to be attached in your submission. The marking sheet is used by the markers
only.
Copy detection software (TurnitIn) is used in this course and work found in contravention of
the copying and plagiarism rules will be investigated. Penalties apply in the case of proven
instances of copying, plagiarism and academic dishonesty. For more details about the penalty,
refer to the marking criteria for each assessment task.
Assignments are expected to have a Turnitin similarity score of less than 20%. This 20% is
mainly for the reference list and other materials where matching is sometimes unavoidable.
Higher similarity score may significantly influence your marks for each marking criterion (see
the marking sheet attached in this document) as marks are given based on original texts and
appropriately referenced texts only. Reduce direct quotes for other sources wherever possible.
Markers will analyse the similarity score reported by Turnitin case by case.
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For Assessments 1 and 2, late submissions (regardless of the reason) without approval will
result in penalty in final marks. Five percent (5%) of the total marks allocated to a specific
assessment are deducted for each calendar day. For example, Assessment Task 1 (Essay) has a
total of 20 marks, and then 20*5%=1mark will be deducted for each calendar day wherever
applicable.
According to CQU’s policy, students must submit their requests for extension of
assignment submission date through the CQU system (“Assessment Extension Request”
under the “Support” block of the course website), no email or telephone request will be
accepted. IMPORTANT:
Page 1 of 7
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o Requests for extension will NOT be approved without relevant supporting documents
(e.g., a medical certificate showing the issue date, recommended number of days off
work and the doctor’s contact details etc.).
o All requests MUST be lodged through Moodle (or Webfuse) at least 48 hours prior to
the due time. Extension requests without supporting documents or those applied
less than 48 hours before the due time will NOT be granted, no matter how
compelling the excuses/reasons are. Therefore, you are suggested to submit as early
as possible to avoid any unexpected situations.
As mentioned above, you should prepare and submit your assignments as early as possible and
DO NOT wait for the last minute. It is your own responsibility to ensure that the assignment
is submitted on time. You should target to complete your final submission at least five days in
advance, as too many students will submit in the last two days, which may results in technical
problems. However, any technical problem cannot be the excuse for extension; even when you
fail to submit on a university computer. Therefore, please manage yourself well to submit on
time.
When submitting your Assessments, you MUST complete all 9 steps listed here
(http://moodle.cqu.edu.au/mod/page/view.php?id=102573, CQU ID and password are needed
to access this web). Penalty in final marks for late submission applies to drafts that are already
on Moodle but not submitted for marking at the due time. Those drafts which are still not
submitted for marking twenty (20) calendar days after the due time will not be marked and will
be directly graded “zero (0)”.
Policies and Procedures for Assessment:
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Students may familiarise themselves with the following policies and procedures at
http://policy.cqu.edu.au:
 Assessment and examination policy and procedures
 Assessment of Coursework Policy
 Assessment of Coursework Principles
 Assessment of Coursework Procedures
Assignment preparation and presentation Guide for Students, Referencing style links:
http://www.cqu.edu.au/current-student/international-students/student-support/learning-skillsunit/resources
The Faculty of Arts, Business, Informatics & Education 2011 Guide for Students:
http://content.cqu.edu.au/FCWViewer/getFile.do?id=40465
School of Business and Law generally uses the Harvard (Author/date) style of
referencing except for education, history and law courses. More information on the styles used
by various schools can be found at:
http://www.cqu.edu.au/about-us/service-and-facilities/referencing
Applying for assignment submission extensions, Assessment grading and Plagiarism
Links:
http://webfuse.cqu.edu.au/Assignment_Extensions/
Page 2 of 7
Contacting Teaching Staff
During the semester, students should contact their local lecturers/tutors to answer any queries related
to the course that they may have. Contact details for local teaching staff can be found on the Moodle
course website (“Course Contacts” under the “Information” block). Distance education students
should directly contact the course coordinator Dr. Zhou (Joe) Jiang (z.jiang@cqu.edu.au).
Student Contact
The university allocates every student an individual email address, the format of which is
firstname.lastname@cqumail.com (e.g. john.citizen@cqumail.com). This is the official email address
that the university will use for all email correspondence. Student emails can be accessed through
http://my.cqu.edu.au.
Official communications from the University (including teaching staff) will be addressed to the
student's university email account only. This means that we will not send emails
to xxx@hotmail.com and the like. Students should use their official university email account to send
messages to staff. Emails from other sources will be disregarded (if you can access hotmail then you
can access your university email account). When emailing teaching staff it is imperative that you
include the course code (i.e., MGMT20125) in the subject line - this ensures that the message ends
up in the correct folder – and make sure you include your name and student number in the
signature line.
Students must check their official email address on a regular basis (at least twice per week). Students
are encouraged to review the new Student Email Principles university policy relating to email
communication at http://policy.cqu.edu.au, which has been introduced to ensure all course and
program updates are received. Regular student access to the Internet (i.e., Moodle and email) is
required for this course. Students are expected to follow a self-directed study schedule which meets
the required deadlines. Students’ use of the course website is mandatory. This is provided using the
Learning Management System (LMS) which can be accessed through the MyCQU Student Portal:
http://my.cqu.edu.au. This course uses Moodle extensively. If you experience any problems with
Moodle (e.g., having difficulty logging in), please contact IT Helpdesk on +61 (0) 7 4930 9233, 1300
666 620 Monday to Friday between 9.00 am to 5.30 pm.
IMPORTANT DATES
Week 6: 9-Dec-2014 (Tuesday) 1:00 pm AEST
Assessment 1: Essay DUE
Week 10: 13-Jan-2015 (Tuesday) 1:00 pm AEST
Assessment 2: Report DUE
Exam Week: Exact time is to be released by the
Assessment 3: Final Exam
university in due course.
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Assessment Task 2 – Report
Due Date:
1:00PM AEST, Tuesday of Week 10 (13-Jan-2015)
Length:
2500 words ± 10% (including all tables, figures and
appendixes, but excluding title page and reference list)
Weighting:
40%
Reference Style:
CQU Harvard Style http://www.cqu.edu.au/?a=14032
Document type:
MS Word document only
ASSESSMENT
2
Objectives
This assessment item relates to course learning outcomes numbers 1, 2, 4 and 6 as stated in the course
profile.
Purpose
The primary purpose of this assessment is to assist students develop skills in use of leadership
principles, theories and models in the analysis of management practices in organisational issues
related to communication, coaching, and conflict resolution. The assignment requires students to
analyse the current situation, identify organisational issues and suggest practical solutions. The second
purpose is to give students the opportunity to further develop skills related to research, analysis,
critical thinking, problem identification and academic writing.
Before starting this assessment, please read the marking criteria (at the end of this document) and refer
to http://www.cqu.edu.au/__data/assets/pdf_file/0003/28578/5ReportWriting.pdf for the guidelines
regarding writing academic reports.
You should always check the course website for course-specific instructions, which may be updated
continuously.
Description
Assessment task 2 requires the writing of a report. The report should be designed as a management
document that can be used to implement recommended changes. It should include a comprehensive
analysis of the current situation using leadership theories, models and frameworks. The report should
clearly explain the various options available and analyse the consequences of these. Students are
expected to engage in extensive research within the academic literature relating to leadership.
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Details
The assessment item is based on the case study titled “Reed Hastings – Netflix” (pp. 222-223) of the
textbook: Leadership: theory, application & skill development (5th Ed.) by Lussier & Achua, SouthWestern Cengage Learning. You should read, and carefully analyse, the case and respond to the issues
presented in, and hidden behind, the case scenario within the context of a professionally developed
report. You are required to support your arguments with appropriate theoretical discussion and
references.
This assignment MUST be a properly constructed report. It MUST contain headings and sub-headings.
The introduction should introduce the report, thesis statement (main objectives of the assignment) and
include your argument. The main body of the assignment should present the evidence you have
collected to support your arguments for the questions you are required to research. The conclusion
section should restate your arguments, summarise the evidence and make a conclusion from all
previous discussions.
The assignment should contain a coherent, but necessarily restricted review of the academic literature
on HRM topics in question. The literature review should be integrated into the assignment and not be
a separate section. A reference list formatted in the prescribed Harvard style is compulsory. Further
information regarding formatting of assignments and other information is available at
http://www.cqu.edu.au/about-us/service-and-facilities/referencing
This assessment item involves researching your assigned topic to enhance your understanding of and
utilisation of academic literature. Whilst you should AVOID using only textbook, the prescribed
textbook for the course should be cited in regard to broad leadership principles. You will be expected
to present information and evidence from, and cite, at least twelve (12) relevant peer
reviewed journal articles (absolute minimum requirement). These do not include other academic
references such as books, conference papers, and book chapters and so on. Although you can cite
these other academic references in your report, they will not be counted as part of the 12 journal
articles. It is expected that you find twelve (12) peer reviewed journal articles not listed in the course
materials. The quality and number of citations will demonstrate the breadth and depth of the literature
used to support your arguments. Your marker is interested in the analysis that how you have
developed from YOUR review of the literature and how well you use the literature to discuss the topic.
AVOID presenting a descriptive account ONLY of your readings. What is required in this assessment
is a critical evaluation of the academic literature as it relates to the specific details of the case study.
Your marker is also interested in the conclusions that you reach by evaluating the literature and the
case scenario.
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Tasks
Case Study: Reed Hastings – Netflix (Pages 222-223 of the textbook)
Based on the case scenario, answer the following questions in a business format
http://www.cqu.edu.au/__data/assets/pdf_file/0003/28578/5ReportWriting.pdf. Please be aware that
there are more questions compared to your textbook. You MUST answer all questions listed here:
1. Analyse the following questions based on the case scenario. You need to present and
EVALUATE the facts and explore the hidden leadership principles behind these facts.
o How did Hastings change his use of communications in sending and receiving
messages from Pure Software to Netflix?
o How did Hastings change his use of feedback from Pure Software to Netflix?
o How did Hastings change his use of coaching guidelines from Pure Software to
Netflix?
o Which conflict management style did Hastings tend to use at Pure and Netflix?
o In making a deal with Epix, which conflict management style was most likely used by
Netflix?
2. How would you improve Netflix’s product offerings (i.e., what things can’t you watch that you
would like to watch) or processes (i.e., how can it improve its delivery or service)?
3. Which level or levels of analysis and leadership paradigm are presented in this case, and did
Hastings use the management or leadership paradigm?
4. How did Hastings Big Five model of personality leadership traits change from Pure Software
to Netflix?
5. Which University of Iowa leadership styles did Hastings use at Pure Software and Netflix?
6. Explain how power, organizational politics, networking, and negotiation are, or are not,
discussed in the case.
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MGMT20125 – Leadership and Governance | Assessment 2 – Report Marking Sheet (Marker Use Only)
Student Name:
Click here to enter text.
Student Number:
Click here to enter text.
Note: Only one of the available marking options is to be chosen for each criterion. Please be aware that for some criteria, unequal intervals between tick marks are used to distinguish the quality of the essay. For each grade level (i.e., HD, D,
Cr, P, F1, and F2), there are two (or one) tick marks only. All feedback and comments are provided in this sheet (No corrections and other comments will be made to your original assignment submitted on Moodle unless it is pointed
out by the marker on this sheet). Marks shown in the gradebook are based on the 20-point not the 100-point scale. This sheet should be read in conjunction with the instruction for Assessment 1. It is expected that Turnitin similarity score
is less than 20%. Higher similarity score may significantly affect your marks for each criterion as marks are given based on original texts and appropriately referenced texts only. It is suggested that you reduce direct quotes for
other sources wherever possible. Markers will analyse the similarity score reported by Turnitin case by case.
Criteria
1. (25 Marks)
Knowledge &
understanding
2. (25 Marks)
Evaluation &
analysis
3. (10 Marks)
Reading &
Literature
4. (10 Marks)
Structure &
format
5. (10 Marks)
Referencing
6. (10 Marks)
Use of
language
7. (10 Marks)
Relevant
Length
85-100% (HD)
As for D, plus
demonstrates exceptional
comprehension of topic.
25 ☐
22.5 ☐
As for D, plus
sophisticated analysis
using ideas and
principles beyond those
introduced in the module
content.
25 ☐
22.5 ☐
As for D, plus fully
supported by reference
to relevant up to date
material. 12 or more
journal articles are used.
10 ☐
9☐
Clear structure enriching
the discussion and
argument. The structure
conforms to the CQU
guide (e.g., no figures,
tables, headings, and
subheadings)
10 ☐
9☐
Completely accurate use
of the CQU Harvard
referencing style, for
both in-text citations and
reference list. No errors
can be found.
10 ☐
9☐
Excellent use of standard
written English for
academic purpose, being
concise, very clear and
effective. No grammar
and spelling errors.
10 ☐
9☐
Total length is between
2250-2750 words. All
highly relevant.
10 ☐
9☐
75-84% (D)
Shows thorough and
relevant knowledge and
understanding of the topic,
with evidence of reading
beyond the key texts.
21 ☐
19 ☐
Report shows a resourceful
and imaginative analysis
using ideas and principles
beyond those introduced in
the module content.
65-74% (Cr)
Shows evidence of relevant
and sound knowledge and
understanding of the topic.
50-64% (P)
Shows relevant
knowledge with basic
understanding of the
topic.
30-49% (F1)
Signs of emerging
knowledge of the topic
but insufficient for
progression to a Pass.
0-29% (F2)
Shows inadequate
knowledge of the
topic to meet
learning outcomes
18 ☐
16.5 ☐
Shows evidence of analysis
using ideas and principles
introduced in the module
content.
15 ☐
13 ☐
Report is largely
descriptive with some
discussion using ideas
and principles introduced
in the module content.
4☐
0☐
Descriptive and
uncritical. Some
discussion
irrelevant to the
title
21 ☐
19 ☐
As for Cr, plus clear
evidence of wide and
relevant reading. 12 or
more journal articles are
used.
15 ☐
13 ☐
Effective use of key
reading. 12 or more
journal articles are used
8☐
7.5 ☐
Clear structure enhancing
the discussion and
argument. The structure
conforms to the CQU
guide (e.g., no figures,
tables, headings, and
subheadings)
8☐
7.5 ☐
Accurate use of the CQU
Harvard referencing style,
for both in-text citations
and reference list. Nearly
no errors.
18 ☐
16.5 ☐
As for P, plus well
informed by reading which
goes beyond the key texts
covered in the course
modules. 12 or more
journal articles are used.
7☐
6.5 ☐
Structure is clear and
supports coherent
discussion and argument.
The structure conforms to
the CQU guide (e.g., no
figures, tables, headings,
and subheadings).
7☐
6.5 ☐
Largely accurate use of the
CQU Harvard referencing
style, for both in-text
citations and reference list.
Very limited errors.
11 ☐
8☐
Generally descriptive
and uncritical. Some
inaccuracy in the
material. Frequent
unsupported facts and
opinions.
11 ☐
8☐
Some use of very limited
reading, although fairly
superficial. 12 or more
journal articles are used,
but very not applied
effectively.
4☐
3☐
Structured although key
issues may be omitted.
Some repetition. The
structure not completely
conforms to the CQU
guide.
4☐
3☐
Inaccurate use of the
CQU Harvard
referencing style.
Errors are apparent.
2☐
0☐
Poor or incorrect
using of the CQU
Harvard
referencing style.
8☐
7.5 ☐
Report displays an
excellent use of standard
written English for
academic purpose. No
grammar and spelling
errors.
8☐
7.5 ☐
Total length is between
2250-2750 words. All
relevant.
8☐
7.5 ☐
7☐
6.5 ☐
Report displays a very
good standard written
English with all statements
clearly expressed. Nearly
no grammar and spelling
errors.
7☐
6.5 ☐
Total length is between
2250-2750 words.
Considerably relevant.
7☐
6.5 ☐
4☐
3☐
Care needs to be taken
with elements of
grammar, spelling, and
sentence construction.
2☐
0☐
Poor standard of
written English.
Inappropriate
register.
4☐
3☐
Total length is between
2250-2750 words.
Insufficiently relevant.
4☐
3☐
2☐
0☐
Length is NOT
between 22502750 words.
0☐
6☐
5☐
Structure supports the
discussion and argument.
The structure conforms
to the CQU guide (e.g.,
no figures, tables,
headings, and
subheadings).
6☐
5☐
Largely accurate use of
the CQU Harvard
referencing style, for
both in-text citations and
reference list. Limited
errors.
6☐
5☐
Use of a good standard
written English with few,
if any, grammatical or
spelling errors. Written
in an appropriate
academic style.
6☐
5☐
Total length is between
2250-2750 words.
Largely relevant.
6☐
5☐
4☐
0☐
Poor use of
reading. All
reports citing less
than 12 journal
articles fall into
this category.
2☐
0☐
Little evidence of
planning the
report. Structure is
not relevant to the
title.
8. Late
– 5.0 × (Choose an item.) Days = – ( Click here to enter text. ) Marks (5% of the total marks for a calendar day)
submission
Click here to enter text./100
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Total Marks = Sum of all marks for the above 8 items
Additional comments:
(Note: Marks for Item 8 are minors)
(if any)
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Feedback & Comments
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No comments for this item.
EXHIBIT
6.3
Coaching Guidelines
1. Develop a supportive working relationship.
2. Give praise and recognition.
3. Avoid blame and embarrassment.
4. Focus on the behaviour, not the person.
5. Have employees assess their own performance.
6. Give specific and descriptive feedback.
7. Give coaching feedback.
8. Provide modelling and training.
9. Make feedback timely, but flexible.
10. Don’t criticize.